Is There Any Hope? How Climate Change News Imagery and Text Influence Audience Emotions and Support for Climate Mitigation Policies

Using a national sample, this study experimentally tests the effects of news visuals and texts that emphasize either the causes and impacts of climate change or actions that can be taken to address climate change. We test the effects of variations in text and imagery on discrete emotions (i.e., hope, fear, and anger) and, indirectly, on support for climate mitigation policies. Political ideology is examined as a moderator. The findings indicate that news images and texts that focus on climate‐oriented actions can increase hope and, in the case of texts, decrease fear and anger, and these effects generally hold across the ideological spectrum. In turn, the influence of emotions on policy support depends on ideology: Hope and fear increase support for climate policies for all ideological groups but particularly conservatives, whereas anger polarizes the opinions of liberals and conservatives. Implications for climate change communication that appeals to emotions are discussed.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/142885/1/risa12868_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/142885/2/risa12868.pd

The BBC: Guardian of Public Understanding

The British Broadcasting Corporation (BBC) is a long-standing institution with a worldwide reputation as the maker and supplier of trustworthy news embedded in programmes aimed at serving the public not commoditising it. This chapter describes the BBC’s institutional DNA and explains how its birth characteristics informed its institutional trajectory over the decades. The chapter discusses the internal principles and the particular ‘craft’ that has made this a true British institution that has become equally revered outside Britain’s borders. It analyses how the BBC survived institutional crises to reach a moment in history where the very idea underlying this venerable but agile institution has come under fire

Medical student preparation for international service: Honduran Health Alliance course evaluation and recommendations

This study is an evaluation of the University of North Carolina – Chapel Hill Honduran Health Alliance course for first year medical students. The course prepares students to participate in a summer clinical service and health education trip in rural Honduras. The evaluation relied primarily on a survey of the participating first year students after the service trip, from June 26 through July 22, and provided qualitative and quantitative feedback. Despite its limitations, this survey generated important feedback for curriculum development and course structure, formal feedback for this course for the first time, and will serve as a template for future evaluation of both the course and the trip as a whole.Master of Public Healt

Evaluations of Structural Interventions for HIV Prevention: A Review of Approaches and Methods

Structural interventions alter the social, economic, legal, political, and built environments that underlie processes affecting population health. We conducted a systematic review of evaluations of structural interventions for HIV prevention in low- and middle-income countries (LMICs) to better understand methodological and other challenges and identify effective evaluation strategies. We included 27 peer-reviewed articles on interventions related to economic empowerment, education, and substance abuse in LMICs. Twenty-one evaluations included clearly articulated theories of change (TOCs); 14 of these assessed the TOC by measuring intermediary variables in the causal pathway between the intervention and HIV outcomes. Although structural interventions address complex interactions, no evaluation included methods designed to evaluate complex systems. To strengthen evaluations of structural interventions, we recommend clearly articulating a TOC and measuring intermediate variables between the predictor and outcome. We additionally recommend adapting study designs and analytic methods outside traditional epidemiology to better capture complex results, influences external to the intervention, and unintended consequences

Teacher Inquiry: A Catalyst for Professional Development

Teachers seek and require meaningful professional development opportunities to truly grow in the profession. Teacher inquiry, or teacher research, is one way to accomplish professional development goals. Teacher inquiry is thought of as individualized, personalized, and meaningful professional development (Cochran-Smith & Lytle, 1999). In this paper we articulate the learning of a cohort of certificated professionals engaged in a year-long project that included asking research questions, designing data collection tools, and developing an independent study to examine their questions. Nine certificated professionals participated in the year-long project representing various grade levels and experiences. Data was collected through teacher reflections and professional development evaluations. The findings indicated that a trusting, supportive environment is paramount in developing a culture of inquiry. Further learning shows us that peer collaboration promotes professional growth when exploring individual projects. This paper furnishes further evidence of the importance of teaching inquiry in schools and provides a sample structure for schools wishing to develop a practice of teacher inquiry

The location of international practices: what is human rights practice?

This article opens up space to challenge state-centrism about human rights practice. To do so, it presents and critically assesses four methods that can be used to determine who and/or what counts as a part of any international practice: the agreement method, which locates a practice by referring to speech acts that define it; the contextual method, which locates a practice by referring to the actions, meanings, and intentions of practitioners; the value method, which locates a practice by identifying a value or principle that the practice reflects or instantiates; and the purpose method, which locates a practice by constructing an account of the sociopolitical reason(s) for a practice's existence. The purpose method, based on an interpretation of Rawls' constructivism, is developed, in a way that focuses on practitioners' judgement-based reasons to assign responsibility for human rights to any state or non-state actor

Targeting tobacco in a community-based addiction recovery cohort: Results from a computerized, brief, randomized intervention trial

Introduction. Nearly 80% of substance dependent individuals also use tobacco, and smoking cessation efforts during treatment for other substance use is associated with similar or even improved outcomes. However, smoking cessation is not routinely addressed during treatment for substance use disorders. The present study tested a computerized brief motivational intervention (C-BMI) for smoking cessation in an understudied population: a cohort recruited from a recovery community organization (RCO) center. Methods. Following baseline assessment, participants were randomly assigned to either a 30-minute C-BMI plus access to free nicotine replacement therapy (NRT), or an information-only control group plus NRT access. Results. Reductions in CO were observed for both groups. Quit rates in the C-BMI group (5%-7%, vs. 0% for the control group) approximated those observed elsewhere for physician advice and minimal counseling. Participants in the C-BMI group were also more likely to express a desire to quit. Conclusions. Computer-delivered smoking cessation interventions within RCOs appear feasible. These organizations treat a wide variety of individuals, and C-BMIs for smoking in this context have the potential to reduce smoking-related morbidity and mortality

Running marathons in high school: A 5-year review of injury in a structured training program

Objective: The aim in this study was to quantify the number, nature, and severity of injuries sustained by male and female high school students who took part in a running training program that culminated in the completion of a half or full marathon. Design: This study is a retrospective clinical audit. Methods: Injury reports from high school students (grades 9 – 12) who participated in a half or full marathon 30-week progressive training program comprising four training days per week (three running days and one cross-training day) were reviewed. The number of runners completing a marathon, together with the number, nature, severity of injuries, and treatment types, as reported to the program physiotherapist, were the main outcome measures. Results: Program completion was 96% (n = 448/469). Of all participants, 186 (39.6 %) were injured, with 14 withdrawing from the program due to injury. For those who completed a marathon, 172 (38 %) reported 205 musculoskeletal injuries (age of injured runners: 16.3 ± 1.1 years; 88 girls (51.2 %) and 84 boys (48.8 %)). More than half (n = 113, 55.1 %) of the reported injuries were soft tissue injuries. Most injuries were localized to the lower leg (n = 88, 42.9 %) and were of a minor nature (n = 181, 90 %), requiring only 1–2 treatments. Conclusions: There was a low number of relatively minor injuries for high school participants taking part in a graduated and supervised marathon training program. The injury definition was conservative (i.e., any attendance to physiotherapist) and the relative severity of injuries was minor (i.e., requiring 1 – 2 treatment sessions). Overall, these results do not support a need to restrict high school students from taking part in marathon running, though continued emphasis on graduated program development and close supervision of young participants is recommended