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The present sociopolitical environment in the United States is perpetually mediated and beset with information from innumerable sources. This paper argues that Dewey's conception of communication as a mutual act of meaning-making holds insights for explaining the connections between pervasive mediation and political polarization, in addition to understanding why political discourse has become more degrading in recent years. It also points the way toward viable solutions by arguing for the reorientation of schools toward valuable living experiences that are becoming less pronounced in the broader culture, such as sustained face to face engagement on matters of social import.

The National Council for the Social Studies (NCSS) has called for the development of a media literacy framework that goes beyond content analysis into investigating media forms. The M.I.T.S. framework, which stands for main ideas, images, text, and sounds, is inspired by the conceptual work of Marshall McLuhan (1964) and other media ecologists, who recognize screen media tends to generate different sensory responses from audiences when compared to print. The framework encourages students to carefully analyze the various aspects of screen media by isolating each dimension and examining it separately. The goal of the analysis is to foster students' awareness of how screen technology may evoke unique responses compared to print by playing upon different sensory perceptions. Ultimately, this can facilitate students taking a more critical perspective toward screen media and the various persuasive devices they regularly encounter. Recent political commercials are used to introduce the framework. Extensions and other practical concerns for implementation are also discussed.

This response supports Stoddard's (2014) assertion that media education should be considered a crucial factor of democratic education and offers both extensions and cautions related to that end. Extensions include practical suggestions for studying the non-neutrality of technology. The author also cautions educators that if media education and democratic education are to be productively merged, a more substantive consideration of the relationship between digital technologies and dispositional factors is warranted.

Objective. This study explores the wide variation in homicide rates among extremely poor neighborhoods.Methods. Using cross‐sectional Census tract data for New York City (N= 2,042), the present analysis employs robust regression techniques to estimate the relationship between community resource deprivation and homicide for a subsample of 227 neighborhoods with poverty rates 40 percent and greater.Results. The main finding is that even at extreme levels of neighborhood poverty, variation in disadvantage is positively associated with variation in homicide rates. Moreover, the disadvantage‐homicide relationship appears especially strong in extremely poor areas (and in predominately African‐American neighborhoods).Conclusion. Consistent with W. J. Wilson's perspective on inner‐city disadvantage, the results imply that reducing the concentration of poverty will reduce overall homicide rates.

Objective. This study explores the wide variation in homicide rates among extremely poor neighborhoods. Methods. Using cross-sectional Census tract data for New York City (N= 2,042), the present analysis employs robust regression techniques to estimate the relationship between community resource deprivation & homicide for a subsample of 227 neighborhoods with poverty rates 40 percent & greater. Results. The main finding is that even at extreme levels of neighborhood poverty, variation in disadvantage is positively associated with variation in homicide rates. Moreover, the disadvantage-homicide relationship appears especially strong in extremely poor areas (& in predominately African-American neighborhoods). Conclusion. Consistent with W. J. Wilson's perspective on inner-city disadvantage, the results imply that reducing the concentration of poverty will reduce overall homicide rates. Tables, Figures, References. Adapted from the source document.

This research investigated the applicability of agent-based combat simulations to real-world combat operations. An agent-based simulation of the Allied offensive search for German U-Boats in the Bay of Biscay during World War II was constructed, extending the state-of-the-art in agent-based combat simulations, bridging the gap between the current level of agent-like combat simulations and the concept of agent-based simulations found in the broader literature. The proposed simulation advances agent-based combat simulations to "validateable" mission-level military operations. Simulation validation is a complex task with numerous, diverse techniques available and levels of validation differing significantly among simulations and applications. This research presents a verification and validation taxonomy based on face validity, empirical validity, and theoretical validity, extending the verification and validation knowledge-base to include techniques specific to agent-based models. The verification and validation techniques are demonstrated in a Bay of Biscay case study. Validating combat operations pose particular problems due to the infrequency of real-world occurrences to serve as simulation validation cases; often just a single validation comparison can be made. This means comparisons to the underlying stochastic process are not possible without significant loss of statistical confidence. This research also presents a statistical validation methodology based on re-sampling historical outcomes, which when coupled with the traditional nonparametric sign test, allows comparison between a simulation and historic operation providing an improved validation indicator beyond the single pass or fail test.