The Cast of the News

In this paper, we analyze a newscast for the narrative perspectives within it, using the work of Russian critic Mikhail Bakhtin on voicing. A Bakhtinian analysis of a newscast offers a richness rarely found in studies of media bias, for reasons we discuss in the body of the paper. Our question is not, How do we eliminate perspectival news reporting? (which is impossible), but How do we analyze perspectives in the news? and Why does news reporting nevertheless seem objective

Clearing Away the Self

One of constructionism\u27s chief pragmatic goals is to facilitate relationships that have transformative potential. According to Kenneth Gergen, one important theoretical tool towards that end is relational theory, the construing of human behavior in terms of dialogic processes. We trace the meaning of \u27dialogic\u27 and \u27transformative\u27 through different constructionist traditions and argue that these terms are used in a relatively narrow sense, as compared to an alternative approach we are suggesting. Moreover, we propose that the usual narrow construal of these concepts has the unintended consequence of undermining the central constructionist goal of facilitating transformative relationships. We present an empirical example that illustrates (1) how people\u27s conception of their self as a collection of social scripts draws their attention to and reinforces the accretion of scripts; (2) how this accretion can get in the way of transformation; and (3) how a broader conception of a \u27dialogic\u27 self can open up more direct, transformative relational possibilities

Teacher Identity in the Context of Literacy Teaching: Three Explorations of Classroom Positioning and Interaction in Secondary Schools

This article presents the results of three separate studies of literacy teaching and learning in the U.S. that explore the social functions of language, specifically focused on the identity development of literacy learners and teachers. Each study offers a detailed account of how literate identities are constructed and enacted and the positive and negative consequences that occur for teachers and students when they are enacted. Taken together, these three studies demonstrate how teachers’ and students’ understandings of identity can promote or inhibit literacy teaching and learning

Cross-Boarder Teaching and Collaboration

Since the publication of Best Practices for Legal Education, the globalization of both legal education and law practice has exploded. Today’s lawyers increasingly serve border-crossing clients or clients who present with transnational legal issues. As law schools expand their international programs, and enroll increasing numbers of non-U.S. law students, law students transcend cultural and legal borders. As a result, they deepen their understanding of—and sharpen their critical perspective on—their own national systems. Similarly, U.S. law teachers are increasingly called to engage in border-crossing teaching and other academic pursuits. Best Practices did not address these issues. The primary aim of this chapter of Building on Best Practices: Transforming Legal Education in a Changing World (Lexis 2015) is to identify best practices for law teachers engaged with non-U.S. or “international” learners who study or train in a U.S.-style learning environment, either in the United States or abroad. This chapter also addresses collaboration of U.S. law teachers with their counterparts abroad in such areas as developing innovative teaching and clinical legal education, training and research. It identifies eight guiding principles that cut across types of international learning and then applies these principles to three specific contexts: 1) teaching international students in U.S. law school settings; 2) integrating international students in U.S.-based clinics; and 3) collaborating in legal education and reform efforts with law teachers abroad.https://digitalcommons.law.uw.edu/faculty-chapters/1001/thumbnail.jp

LSD1-mediated enhancer silencing attenuates retinoic acid signalling during pancreatic endocrine cell development.

Developmental progression depends on temporally defined changes in gene expression mediated by transient exposure of lineage intermediates to signals in the progenitor niche. To determine whether cell-intrinsic epigenetic mechanisms contribute to signal-induced transcriptional responses, here we manipulate the signalling environment and activity of the histone demethylase LSD1 during differentiation of hESC-gut tube intermediates into pancreatic endocrine cells. We identify a transient requirement for LSD1 in endocrine cell differentiation spanning a short time-window early in pancreas development, a phenotype we reproduced in mice. Examination of enhancer and transcriptome landscapes revealed that LSD1 silences transiently active retinoic acid (RA)-induced enhancers and their target genes. Furthermore, prolonged RA exposure phenocopies LSD1 inhibition, suggesting that LSD1 regulates endocrine cell differentiation by limiting the duration of RA signalling. Our findings identify LSD1-mediated enhancer silencing as a cell-intrinsic epigenetic feedback mechanism by which the duration of the transcriptional response to a developmental signal is limited

Insights into the secondary fraction of the organic aerosol in a Mediterranean urban area: Marseille

A comprehensive aerosol characterization was conducted at Marseille during summer, including organic (OC) and elemental carbon (EC), major ionic species, radiocarbon (¹⁴C), water-soluble OC and HULIS (HUmic LIke Substances), elemental composition and primary and secondary organic markers. This paper is the second paper of a two-part series that uses this dataset to investigate the sources of Organic Aerosol (OA). While the first paper investigates the primary sources (El Haddad et al., 2010), this second paper focuses on the secondary fraction of the organic aerosol. <br><br> In the context of overall OC mass balance, primary OC (POC) contributes on average for only 22% and was dominated by vehicular emissions accounting on average for 17% of OC. As a result, 78% of OC mass cannot be attributed to the major primary sources and remains un-apportioned. Radiocarbon measurements suggest that more than 70% of this fraction is of non-fossil origin, assigned predominantly to biogenic secondary organic carbon (BSOC). Therefore, contributions from three traditional BSOC precursors, isoprene, $\alpha$-pinene and &beta;-caryophyllene, were considered. These were estimated using the ambient concentrations of Secondary Organic Aerosol (SOA) markers from each precursor and laboratory-derived marker mass fraction factors. <br><br> Secondary organic markers derived from isoprene photo-oxidation (ie: 2-methylglyceric acid and 2-methyltetrols) do not exhibit the same temporal trends. This variability was assigned to the influence of NO_x concentration on their formation pathways and to their potential decay by further processing in the atmosphere. The influence of changes in isoprene chemistry on assessment of isoprene SOC contribution was evaluated explicitly. The results suggest a 60-fold variation between the different estimates computed using different isoprene SOC markers, implying that the available profiles do not reflect the actual isoprene SOC composition observed in Marseille. <br><br> Using the marker-based approach, the aggregate contribution from traditional BSOC was estimated at only 4.2% of total OC and was dominated by α-pinene SOC accounting on average for 3.4% of OC. As a result, these estimates underpredict the inexplicably high loadings of OC. This underestimation can be associated with (1) uncertainties underlying the marker-based approach, (2) presence of other SOC precursors and (3) further processing of fresh SOC, as indicated by organosulfates (RSO₄H) and HUmic LIke Substances (HULIS) measurements

How Society Can Maintain Human-Centric Artificial Intelligence

Although not a goal universally held, maintaining human-centric artificial intelligence is necessary for society's long-term stability. Fortunately, the legal and technological problems of maintaining control are actually fairly well understood and amenable to engineering. The real problem is establishing the social and political will for assigning and maintaining accountability for artifacts when these artefacts are generated or used. In this chapter we review the necessity and tractability of maintaining human control, and the mechanisms by which such control can be achieved. What makes the problem both most interesting and most threatening is that achieving consensus around any human-centred approach requires at least some measure of agreement on broad existential concerns