Media coverage and speculation about the impact of the COVID-19 pandemic on suicide: A content analysis of UK news

Objectives: Since the start of the COVID-19 pandemic, there has been much concern and speculation about rises in suicide rates, despite evidence that suicides did not in fact increase in the first year of the pandemic in most countries with real-time suicide data. This public narrative is potentially harmful, as well as misleading, and is likely to be perpetuated by sensational news coverage. Method: Using a bespoke database, we analysed the quality and content of print and online UK news (including opinion pieces) on the impact of COVID-19 on suicidality, based on adherence to international recommendations. Chi-square tests were conducted to examine variability in relation to key characteristics (e.g., type of publication) and to four ‘restriction phases’ (based on UK government official lockdown measures) over the first 14 months of the pandemic. Results: We identified 372 stories about COVID-19 and suicidality in online and print news between the first UK lockdown (March 2020) and May 2021 (when restrictions were significantly eased in the UK). Throughout this period, over a third of articles (39.2%) and headlines (41.4%) claimed or predicted a rise in suicide, often attributed to feelings of entrapment and poor mental health (especially amongst young people), and fueled by expert commentary and speculation. Almost a third of reports were rated as being of negative quality (116, 31.2%), and at least half included no signposting to help and support. However, reporting improved in phases of less stringent COVID-19 restrictions and over time, with later articles and headlines including fewer negative statements and predictions about rises in suicides, and greater reliance on academic evidence. Conclusions: As the longer-term consequences of the pandemic develop, and other national and global events unfold, it is increasingly important that the media, and the wider community of experts shaping its narratives, strive for a positive and evidence-informed approach to news coverage of suicide

Have news reports on suicide and attempted suicide during the COVID-19 pandemic adhered to guidance on safer reporting? A UK-wide content analysis study

Background: Associations between sensational news coverage of suicide and increases in suicidal behaviour have been well documented. Amidst growing concern over the impact of the COVID-19 pandemic on suicide rates, it is especially important that news coverage adheres to recommended standards. Methods: We analysed the quality and content of print and online UK news reports of possible COVID-19 related suicides and suicide attempts in the first four months of the pandemic (N=285). Results: Most reports made explicit links between suicidal behaviour and the COVID-19 pandemic in the headline (65.5%), based on statements by family, friends or acquaintances of the deceased (60%). The impact of the pandemic on suicidal behaviour was most often attributed to feelings of isolation (27.4%), poor mental health (14.7%) and entrapment due to government-imposed restrictions (14.4%). Although rarely of poor overall quality, reporting was biased towards young people, frontline staff and relatively unusual suicides and, to varying degrees, failed to meet recommended standards (e.g. 41.1% did not signpost readers to sources of support). Limitations: This analysis cannot account for the impact of reporting on suicide. Conclusions: Careful attention must be paid to the quality and content of reports, especially as longer-term consequences of the pandemic develop

Multiwavelength study of the galactic PeVatron candidate LHAASO J2108+5157

Context. Several new ultrahigh-energy (UHE) γ-ray sources have recently been discovered by the Large High Altitude Air Shower Observatory (LHAASO) collaboration. These represent a step forward in the search for the so-called Galactic PeVatrons, the enigmatic sources of the Galactic cosmic rays up to PeV energies. However, it has been shown that multi-TeV γ-ray emission does not necessarily prove the existence of a hadronic accelerator in the source; indeed this emission could also be explained as inverse Compton scattering from electrons in a radiation-dominated environment. A clear distinction between the two major emission mechanisms would only be made possible by taking into account multi-wavelength data and detailed morphology of the source. Aims. We aim to understand the nature of the unidentified source LHAASO J2108+5157, which is one of the few known UHE sources with no very high-energy (VHE) counterpart. Methods. We observed LHAASO J2108+5157 in the X-ray band with XMM-Newton in 2021 for a total of 3.8 hours and at TeV energies with the Large-Sized Telescope prototype (LST-1), yielding 49 hours of good-quality data. In addition, we analyzed 12 years of Fermi-LAT data, to better constrain emission of its high-energy (HE) counterpart 4FGL J2108.0+5155. We used naima and jetset software packages to examine the leptonic and hadronic scenario of the multi-wavelength emission of the source. Results. We found an excess (3.7σ) in the LST-1 data at energies E > 3 TeV. Further analysis of the whole LST-1 energy range, assuming a point-like source, resulted in a hint (2.2σ) of hard emission, which can be described with a single power law with a photon index of Σ = 1.6 ± 0.2 the range of 0.3 - 100 TeV. We did not find any significant extended emission that could be related to a supernova remnant (SNR) or pulsar wind nebula (PWN) in the XMM-Newton data, which puts strong constraints on possible synchrotron emission of relativistic electrons. We revealed a new potential hard source in Fermi-LAT data with a significance of 4σ and a photon index of Σ = 1.9 ± 0.2, which is not spatially correlated with LHAASO J2108+5157, but including it in the source model we were able to improve spectral representation of the HE counterpart 4FGL J2108.0+5155. Conclusions. The LST-1 and LHAASO observations can be explained as inverse Compton-dominated leptonic emission of relativistic electrons with a cutoff energy of 100-30+70 TeV. The low magnetic field in the source imposed by the X-ray upper limits on synchrotron emission is compatible with a hypothesis of a PWN or a TeV halo. Furthermore, the spectral properties of the HE counterpart are consistent with a Geminga-like pulsar, which would be able to power the VHE-UHE emission. Nevertheless, the lack of a pulsar in the neighborhood of the UHE source is a challenge to the PWN/TeV-halo scenario. The UHE γ rays can also be explained as π0 decay-dominated hadronic emission due to interaction of relativistic protons with one of the two known molecular clouds in the direction of the source. Indeed, the hard spectrum in the LST-1 band is compatible with protons escaping a shock around a middle-aged SNR because of their high low-energy cut-off, but the origin of the HE γ-ray emission remains an open question

Observations of the Crab Nebula and Pulsar with the Large-Sized Telescope Prototype of the Cherenkov Telescope Array

CTA (Cherenkov Telescope Array) is the next generation ground-based observatory for gamma-ray astronomy at very-high energies. The Large-Sized Telescope prototype (\LST{}) is located at the Northern site of CTA, on the Canary Island of La Palma. LSTs are designed to provide optimal performance in the lowest part of the energy range covered by CTA, down to $\simeq 20$ GeV. \LST{} started performing astronomical observations in November 2019, during its commissioning phase, and it has been taking data since then. We present the first \LST{} observations of the Crab Nebula, the standard candle of very-high energy gamma-ray astronomy, and use them, together with simulations, to assess the basic performance parameters of the telescope. The data sample consists of around 36 hours of observations at low zenith angles collected between November 2020 and March 2022. \LST{} has reached the expected performance during its commissioning period - only a minor adjustment of the preexisting simulations was needed to match the telescope behavior. The energy threshold at trigger level is estimated to be around 20 GeV, rising to $\simeq 30$ GeV after data analysis. Performance parameters depend strongly on energy, and on the strength of the gamma-ray selection cuts in the analysis: angular resolution ranges from 0.12 to 0.40 degrees, and energy resolution from 15 to 50\%. Flux sensitivity is around 1.1\% of the Crab Nebula flux above 250 GeV for a 50-h observation (12\% for 30 minutes). The spectral energy distribution (in the 0.03 - 30 TeV range) and the light curve obtained for the Crab Nebula agree with previous measurements, considering statistical and systematic uncertainties. A clear periodic signal is also detected from the pulsar at the center of the Nebula.Comment: Submitted to Ap

Orientaciones específicas para la incorporación de tecnología en procesos de formación de profesores de Ciencias Naturales, Lenguaje y Comunicación, y Matemáticas en contextos de diversidad para el diseño de secuencias de enseñanza aprendizaje

Las Tecnologías de la Información y de la Comunicación (TIC) se han transformado en un elemento de innovación dentro del conocimiento humano. Aplicadas directamente a la disciplina académica, las TIC se han ganado un espacio debido al creciente interés de este tipo de herramientas por parte de los docentes. No obstante, al día de hoy, en Latinoamérica el uso de TIC no es masivo. Su implementación aún está en una etapa inicial, y esto es debido a diversos factores. Algunos tienen que ver con el poco seguimiento que se realiza al implementar este tipo de tecnologías en las instituciones educativas; la limitada formación es una debilidad. En una escuela, el profesor que no ha sido preparado adecuadamente en el uso de TIC difícilmente logrará utilizarlas adecuadamente, y sus metodologías de aula serán, probablemente, idénticas a las que existían previas a su implementación. Existe una gran diferencia entre conocer una herramienta y dominarla; el dominio se logra, por ejemplo, al conocer las ventajas y desventajas que posee una herramienta determinada en conexión directa con los contenidos y las necesidades de los estudiantes. El dominio de las TIC otorga al docente de aula la posibilidad de tomar decisiones que tiendan a la efectividad del proceso educativo, puesto que las TIC no son solo un conjunto de herramientas, sino que, además, son orientables hacia un área u otra dependiendo de factores variables propios del proceso. Teniendo en cuenta el contexto anterior, este documento contiene algunas orientaciones para el uso del material desarrollado en el área de Ciencias Naturales, Lenguaje y Comunicación, y Matemáticas del Proyecto ALTER-NATIVA, el cual va dirigido a la formación de profesores que atienden poblaciones en contexto de diversidad con incorporación de las TIC. Es importante anotar que las actividades que se proponen son una posibilidad distinta de asumir la enseñanza de las ciencias naturales, lo cual a su vez implica reflexión y evaluación constante de la práctica de los docentes de esta área; que los compromete también con los desarrollos tecnológicos actuales, lo cual conlleva analizar y canalizar sus esfuerzos para diseñar y gestionar mecanismos que permitan la incorporación de las TIC en sus prácticas, pues se considera que estas posibilitan colaborar en la construcción de mundos posibles cercanos a los ideales de participación, igualdad y equidad (Alter -nativa , 2012). Estas orientaciones específicas tienen un doble propósito: primero, cobijan algunas recomendaciones, las cuales son una propuesta de uso para aprovechar al máximo el material que se propone en el estudio de las Ciencias Naturales, Lenguaje y Comunicación, y Matemáticas, para las poblaciones objeto de estudio. Para el desarrollo de las actividades planteadas es necesario que los estudiantes para profesor y profesores de escuelas, colegios y universidades de las áreas de Ciencias Naturales, Lenguaje y Comunicación, y Matemáticas, como posibles usuarios de este material, las perciban como un recurso que tiene un potencial y que, para su desarrollo, se hace necesario tener presente el diseño y estructura didáctica, los objetivos temáticos, la infraestructura, los recursos tecnológicos, las necesidades y características de las poblaciones con quien se vaya a utilizar, entre otros aspectos. Y segundo, estas orientaciones tienen como propósito ofrecer elementos para la formación de profesores de Ciencias Naturales, Lenguaje y Comunicación, y Matemáticas en su acción pedagógica y didáctica; se involucran las prácticas profesionales de diseño y elaboración de objetos didácticos y de los objetos virtuales de aprendizaje (OVA) como casos específicos de estos. Tomando como referencia lo anterior, se plantea como objetivos central de este texto el presentar algunas orientaciones que es necesario tener en cuenta a la hora incorporar TIC en la formación de profesores de Ciencias Naturales, Lenguaje y Comunicación, y Matemáticas. De igual forma, unos objetivos específicos serían los siguientes: a) Establecer unas orientaciones que sean consideradas a la hora de usar los recursos virtuales como los Objetos Virtuales de aprendizaje (OVA) que fueron diseñados como parte del proyecto ALTER-NATIVA en el área de ciencias naturales, lenguaje y matemáticas. b) Favorecer el aprendizaje de las ciencias naturales, lenguaje y matemáticas en las poblaciones objeto de estudio a través del uso de las TIC. c) Resaltar la importancia que tiene el uso de las TIC para concebir el aprendizaje como un sistema de interacción y no como transmisión de información solamente. d) Aportar a la reflexión y formación de docentes con una cultura tecnológica que les permita afrontar su labor pedagógica y didáctica en ámbitos de diversidad. e) Proporcionar unos elementos teóricos y de uso de las TIC que les admita la planeación, el diseño, desarrollo, uso y evaluación de objetos virtuales u OVA dentro de un ambiente virtual de aprendizaje