Assailants or Saints?: Racial, Ethnic, and Gender Depictions on a Social Media Based City News Website

A large literature indicates that Black males are overrepresented as criminals in traditional newspapers and broadcast news. However, little scholarly attention has been paid to online-only city newspapers. The authors conducted a content analysis of a social media based city news website in a Southeastern state. Multiple coders assessed 8,142 stories that ran over the course of three years and found that, in line with previous research, Black males were disproportionately portrayed as criminals, were more likely to have mugshots accompanying their stories, and were more likely to have their race mentioned in the text of the story than any other demographic group. Furthermore, the website interface design exacerbated the portrayal of Black male criminality. The authors also found that White females were most likely to be portrayed as philanthropists and award winners. Our results offer strong support for scapegoat and power structure theories, and limited support for racial threat and market share theories. We argue that intersectional theoretical and methodological approaches are necessary to understand media portrayals of race/ethnicity, gender, social class, and other important social characteristics

Optimal model complexity for terrestrial carbon cycle prediction

The terrestrial carbon cycle plays a critical role in modulating the interactions of climate with the Earth system, but different models often make vastly different predictions of its behavior. Efforts to reduce model uncertainty have commonly focused on model structure, namely by introducing additional processes and increasing structural complexity. However, the extent to which increased structural complexity can directly improve predictive skill is unclear. While adding processes may improve realism, the resulting models are often encumbered by a greater number of poorly determined or over-generalized parameters. To guide efficient model development, here we map the theoretical relationship between model complexity and predictive skill. To do so, we developed 16 structurally distinct carbon cycle models spanning an axis of complexity and incorporated them into a model–data fusion system. We calibrated each model at six globally distributed eddy covariance sites with long observation time series and under 42 data scenarios that resulted in different degrees of parameter uncertainty. For each combination of site, data scenario, and model, we then predicted net ecosystem exchange (NEE) and leaf area index (LAI) for validation against independent local site data. Though the maximum model complexity we evaluated is lower than most traditional terrestrial biosphere models, the complexity range we explored provides universal insight into the inter-relationship between structural uncertainty, parametric uncertainty, and model forecast skill. Specifically, increased complexity only improves forecast skill if parameters are adequately informed (e.g., when NEE observations are used for calibration). Otherwise, increased complexity can degrade skill and an intermediate-complexity model is optimal. This finding remains consistent regardless of whether NEE or LAI is predicted. Our COMPLexity EXperiment (COMPLEX) highlights the importance of robust observation-based parameterization for land surface modeling and suggests that data characterizing net carbon fluxes will be key to improving decadal predictions of high-dimensional terrestrial biosphere models.</p

ELL’s science meaning making in multimodal inquiry: a case-study in a Hong Kong bilingual school

This paper reports on a multimodal teaching approach delivered to grade 5 elementary students in a bilingual school in Hong Kong, as part of a larger research study aimed at supporting English Language Learners (ELLs) in science class. As language demands of reading, writing and talking science place additional challenges on ELLs, there is much research interest in exploring the use of multiple modes of communication beyond the dominant use of verbal and written language. Research has shown that students develop a better scientific understanding of natural phenomena by using and alternating between a variety of representations. Yet, questions remain as to what meanings ELLs make during a multimodal discourse and, in turn, how such discourse provides support to ELLs in learning science. Drawing on social semiotics, which theorizes language as a meaning making resource comprising a range of modes (e.g. gestures and diagrams), we used a case-study approach to examine how a multimodal instructional approach provided 10 students with multiple avenues to make sense of science learning. Video recordings (capturing gestures, speech and model manipulation) and student works (drawing and writing) were collected during nine inquiry science lessons, which encompassed biology, physics and chemistry science units. Multimodal transcription allowed discourse to be analysed at a fine-grain level which, together with analysis of student works, indicated that the multimodal instructional approach provided the necessary inquiry opportunities and variety of language experiences for ELLs to build science understandings. Analysis also revealed how the affordances of modes attributed to the meaning making potentials for the ELLs and how they provided alternate communication avenues in which new meanings could be made. The findings from this study have implications for ELLs learning science within the growing multilingual Asia-Pacific region

Relapse patterns in NMOSD: evidence for earlier occurrence of optic neuritis and possible seasonal variation

Neuromyelitis optica spectrum disorders (NMOSD) and multiple sclerosis (MS) show overlap in their clinical features. We performed an analysis of relapses with the aim of determining differences between the two conditions. Cases of NMOSD and age- and sex-matched MS controls were collected from across Australia and New Zealand. Demographic and clinical information, including relapse histories, were recorded using a standard questionnaire. There were 75 cases of NMOSD and 101 MS controls. There were 328 relapses in the NMOSD cases and 375 in MS controls. Spinal cord and optic neuritis attacks were the most common relapses in both NMOSD and MS. Optic neuritis (p P = 0.002) were more common in NMOSD and other brainstem attacks were more common in MS (p P = 0.065). Optic neuritis and transverse myelitis are the most common types of relapse in NMOSD and MS. Optic neuritis tends to occur more frequently in NMOSD prior to the age of 30, with transverse myelitis being more common thereafter. Relapses in NMOSD were more severe. A seasonal bias for relapses in spring-summer may exist in NMOSD