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The purpose of this study was to determine the effect of explicitly teaching multiple modes of representation (MMR) on middle school students' understanding of science content and their use of MMR on a science unit test. Participants in this quasi-experimental study were seventh- and eighth-grade students enrolled in science courses taught by three different middle school science teachers. Half of the students received explicit instruction in MMR in addition to their regular science instruction; the other half received only regular science instruction. Ordinary least squares multiple regression analysis was used to determine the relationship between gain scores on unit assessments, whether students received explicit MMR instruction, and demographic variables. Additionally, regression analysis was used to examine how receiving explicit instruction in MMR and demographic variables predicted student use of MMR on the final test. These analyses indicated that receiving explicit instruction in MMR did not influence students' gain scores or use of MMR on a final test. However, Latinos and females used MMR more often than Whites and males, respectively, on the final test, even though these two groups of students did not use MMR more often on the first test. This suggests that Latinos and females may be placed at a disadvantage when compared to some of their peers by the bias towards using words that is present in the U.S. school system. This study also highlights challenges in creating instruments that assess student learning in MMR and difficulties in interpreting multimodal responses. Implications for classroom teachers and educational researchers are also discussed.

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En kvinna som mördar har ett högt nyhetsvärde och ett allmänintresse. Det baseras inte på att ett mord har begåtts, utan för att det är en kvinna som begått brottet. Johanna Möller är en av Sveriges mest omtalade kvinnliga brottsling. Det visar sig inte minst i den mediala uppmärksamhet som har tilldelats henne då det har skapats tv-dokumentärer och podcasts om henne och det brott hon har begått. Studien syftar till att få en bredare förståelse samt undersöka hur Arbogakvinnan, Johanna Möller framställs i podcasten Med vänlig hälsning, Johanna Möller. Hur gestaltas en kvinna som har begått ett mord och vilka stereotyper är framträdande? Hur påverkar berättarstrategier framställningen av den kvinnliga brottslingen? I studien har en kvalitativ tematisk innehållsanalys använts, där Rättegångspoddens fem avsnitt om Johanna Möller har transkriberats och sedan analyserats. Resultatet av studien visar att Johanna Möller framställs på ett stereotypt sätt i podcastavsnitten, där man förlitar sig mycket på den tidigare bilden som förmedlats av henne. Berättarstrategierna påverkar berättelsen på ett sätt som endast verkar i negativmening för Johanna. / A woman who murders has high news value and public interest. This is not because a murder has been committed, but because it is a woman who committed the crime. Johanna Möller is one of the most talked about female criminals in Sweden. It shows in the media attention that has been given to her. Many TV documentaries and podcasts have been produced about her and her entire crime story. The purpose of this study is to gain a broader understanding and to investigate how Johanna Möller is presented in the podcast. How is a woman who has committed a murder portrayed and which stereotypes are salient? How do narrative strategies affect the portrayal of the female criminal? This research is based on a qualitative thematic content analysis in which five episodes of Rättegångspodden about Johanna Möller have been transcribed and examined. The result of the study shows that Johanna Möller is portrayed in a stereotypical way, where the journalists relies heavily on the previous image established about her. The narrative strategies affect the story in a way that only works in a negative way for Johanna.

no / Diplomatic representation, both as a concept and in terms of its structures and processes, does not receive the attention that it deserves. Th is is surprising given that it forms a central concern for both analysts and practitioners of diplomacy, with the latter confronting multiple challenges in adapting modes of representation to changes in their international and domestic political environments. One facet of this can be identifi ed in responses to factors that have assumed a signifi cant place in the development of diplomacy — namely distance and proximity. To the growth of proximity in both spatial and issue-oriented terms, the challenge of the ‘special relationship’ is added in specifi c contexts. Both factors come together in the case of Canada’s attempts to manage its policies towards the United States. Here, strategies have moved through distinct phases responding to domestic and international changes. Th e latest phase, which is associated with substantial rethinking of the role and structure of Foreign Aff airs Canada, assumes the form of what has been labelled the Enhanced Representation Initiative (ERI). Th e ERI is interesting not only in the Canadian-US context, but because it reveals more general problems for governments seeking to manage the pressures of proximity and a growing number of relationships that assume aspects of ‘specialness.