The Use of Social Media by Chinese Climate Journalists: A Case Study of COP21

ABSTRACT

The aim of this paper is to probe into the social media use by Chinese climate journalists through the examination of their professional practices on social media. Taking COP21 as a case, the study conducted a survey from Chinese COP21 journalists and analyzed WeChat and Weibo posts from Chinese journalists and tweets from their UK and US colleagues. The results show the prevalent use of WeChat among Chinese journalists and the personalization of the social media content accordingly. Compared to their Western counterparts, the use of social media for professional purposes by Chinese COP21 journalists was relatively limited. Nevertheless, several patterns of using social media were identified. Specifically, Chinese journalists tended to more frequently express personal opinions, discuss work experience and favor conventional news sources of authority than UK and US journalists. The results also suggest that climate change in Chinese media discourse will remain more a policy-related issue instead of an environmental or scientific issue, with Chinese government playing a central role.     

The Ethics Ecosystem: Personal Ethics,Network Governance and Regulating Actors Governing the Use of Social Media Research Data

Minerva - This paper examines the consequences of a culture of “personal ethics” when using new methodologies, such as the use of social media (SM) sites as a source of data for...     

Applying early decision: Student and college incentives and outcomes

Colleges’ early decision (ED) admission policies require accepted students to commit to attend the school without comparing outside options. With data from two liberal arts schools we find evidence that students with higher willingness and ability to pay and lower measured ability levels are more likely to apply ED. Applying ED raises the probability of acceptance by 40 percentage points. We address the potential selection of students into ED, including estimating an upper bound of 46 percentage points following Altonji, Elder, and Taber (2005). One college appears to use the ED process to screen applicants with high SAT scores and female applicants, thereby avoiding the potential adverse selection of applicants in the regular decision process. Finally, even conditional on higher socioeconomic status and other observable characteristics, applying ED is correlated with higher financial aid packages, perhaps because the college's financial aid resources are higher earlier in the admission process.     

Anatomical Sciences Education Vol. 5, Issue 1, 2012 Cover Image

Medical students at Durham University, United Kingdom receive instructions using ultrasound echocardiography . In this issue of ASE Dr. Finn and her colleagues compare the efficacy of ultrasound and cadaveric prosections for teaching gross anatomy of the heart.     

Sex differences in emotional reactions to discovered deception

This study explores sex differences in perceptions of discovered deception, and the subsequent emotional reactions that are experienced by relational partners. Drawing upon research examining deception, relational communication, and gender, several hypotheses were developed and tested in a sample of 190 respondents who had recently discovered the lie of a friend or romantic partner. The data were consistent with the hypotheses. Women were more likely than men to rate lying as an unacceptable form of behavior within both friendship and romantic relationships. In addition, women rated the act of lying (regardless of what was lied about) as more significant, and reported more negative emotional reactions upon discovering deception than did men. Generalized communicative suspicion functioned to enhance the intensity of emotional reactions for women, but not for men. Implications of the current results for the study of deception are discussed.     

Second Graders Learn Animal Adaptations through Form and Function Analogy Object Boxes

This study examined the use of form and function analogy object boxes to teach second graders (n = 21) animal adaptations. The study used a pretest–posttest design to examine animal adaptation content learned through focused analogy activities as compared with reading and Internet searches for information about adaptations of animals followed by making an informative puppet play. Students participated in six week‐long lesson sets, each addressing adaptations of two animals, which alternated between the two conditions. In the analogy condition, students matched cards explaining form and function analogies of animal body parts or homes to analogous manufactured items. They mapped analogies, thought of alternate manufactured items, and created new analogies. Students scored similarly on material to be taught through both conditions on the pretest, but made significantly higher posttest mean scores (76.1% analogy versus 57.2% traditional condition) with large effect size (partial η² = 0.58) on animal adaptation content learned through the analogy activities. This study shows the usefulness of form and function analogies in teaching product innovations to second‐grade students, indicating that early childhood students are able to successfully engage in sophisticated analogy activities. Efficacy of the analogy activities was related to objects that focused attention, motivated, and gave concrete representations of concepts; to cards and graphic organizers for organization, connections, and memory; and to complex thinking activities that challenged students and promoted peer interaction.     

Anatomy education for medical students in the United Kingdom and Republic of Ireland in 2019: A 20-year follow-up

Anatomical education in the United Kingdom (UK) and Ireland has long been under scrutiny, especially since the reforms triggered in 1993 by the General Medical Council's “Tomorrow's Doctors.” The aim of the current study was to investigate the state of medical student anatomy education in the UK and Ireland in 2019. In all, 39 medical schools completed the survey (100% response rate) and trained 10,093 medical students per year cohort. The teachers comprised 760 individuals, of these 143 were employed on full-time teaching contracts and 103 were employed on education and research contracts. Since a previous survey in 1999, the number of part-time staff has increased by 300%, including a significant increase in the number of anatomy demonstrators. In 2019, anatomy was predominantly taught to medical students in either a system-based or hybrid curriculum. In all, 34 medical schools (87%) used human cadavers to teach anatomy, with a total of 1,363 donors being used per annum. Gross anatomy teaching was integrated with medical imaging in 95% of medical schools, embryology in 81%, living anatomy in 78%, neuroanatomy in 73%, and histology in 68.3%. Throughout their five years of study, medical students are allocated on average 85 h of taught time for gross anatomy, 24 h for neuroanatomy, 24 h for histology, 11 h for living anatomy, and 10 for embryology. In the past 20 years, there has been an average loss of 39 h dedicated to gross anatomy teaching and a reduction in time dedicated to all other anatomy sub-disciplines.