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The purpose of this paper is to explore teacher candidates’ response to young adult literature (prose and comics) featuring fat identified protagonists. The paper considers the textual and embodied resources readers use and reject when imagining and interpreting a character’s body. This paper explores how readers’ meaning making was influenced when reading prose versus comics. This paper adds to a corpus of scholarship about the relationships between young adult literature, comics, bodies and reader response theory.

At the time of the study, participants were enrolled in a teacher education program at a Midwestern University, meeting monthly for a voluntary book club dedicated to reading and discussing young adult literature. To examine readers’ responses to comics and prose featuring fat-identified protagonists, the author used descriptive qualitative methodologies to conduct a thematic analysis of meeting transcripts, written participant reflections and researcher memos. Analysis was grounded in theories of reader response, critical fat studies and multimodality.

Analyses indicated many readers reject textual clues indicating a character’s body size and weight were different from their own. Readers read their bodies into the stories, regarding them as self-help narratives instead of radical counternarratives. Some readers were not able to read against their assumptions of thinness (and whiteness) until prompted by the researcher and other participants.

Although many reader response scholars have demonstrated readers’ tendencies toward personal identification in the face of racial and class differences, there is less research regarding classroom practices around the entanglement of physical bodies, body image and texts. Analyzing reader’s responses to the constructions of fat bodies in prose versus comics may help English Language Arts (ELA) educators and students identify and deconstruct ideologies of thin-thinking and fatphobia. This study, which demonstrates thin readers’ tendencies to overidentify with protagonists, suggests ELA classrooms might encourage readers to engage in critical literacies that support them in reading both with and against their identities.

The University of Michigan (U-M) is planning its course toward carbon neutrality. A key component in U-M carbon accounting is the calculation of carbon sinks via estimation of carbon storage and biosequestration on U-M landholdings. Here, this paper aims to compare multiple remote sensing methods across U-M natural lands and urban campuses to determine the accurate and efficient protocol for land assessment and ecosystem service valuation that other institutions may scale as relevant.

This paper tested three remote sensing methods to determine land use and land cover (LULC), namely, unsupervised classification, supervised classification and supervised classification incorporating delineated wetlands. Using confusion matrices, this paper tested remote sensing approaches to ground-truthed data, the paper obtained via field-based vegetation surveys across a subset of U-M landholdings.

In natural areas, supervised classification incorporating delineated wetlands was the most accurate and efficient approach. In urban settings, maps incorporating institutional knowledge and campus tree surveys better estimated LULC. Using LULC and literature-based carbon data, this paper estimated that U-M lands store 1.37–3.68 million metric tons of carbon and sequester 45,000–86,000 Mt CO₂e/yr, valued at $2.2m–$4.3m annually ($50/metric ton, social cost of carbon).

This paper compared methods to identify an efficient and accurate remote sensing methodology to identify LULC and estimate carbon storage, biosequestration rates and economic values of ecosystem services provided.