‘It's The Catcher in the Rye… He said it was the kind of book you made your own': Finding Holden in Contemporary YA Literature

Published in 1951,The Catcher in the Rye encapsulated teenage angst. Some time ago David Belbin mused about the influence of Catcher on the proliferation and popularity of YA literature. Salinger's recent death has sparked a renewed interest in his work and more attention on Holden and his inheritors. This article discusses how five recent adolescent novels, with male protagonists, mirror Holden's adolescent paralysis. They exist in a liminal state between childhood and adulthood, attempting to understand the phonies around them. These protagonists help define the nature of the ‘lost’ adolescent in the current golden age of YA literature.     

怀远方言“网/幌(子、的)”

怀远方言中"网/幌(子、的)相当于普通话中的"什么",同时为列举收尾,表"等等"。本文就它的用法及使用范围进行探讨。     

Press Credentials and Hybrid Boundary Zones: The Case of WorldNetDaily and the Standing Committee of Correspondents

ABSTRACT

Press credentialing practices are a vital, yet understudied site of scholarly research on journalistic norms and practices. Press credentialing not only structures internal professional hierarchies, but they also signify the boundaries of the journalistic field itself. This paper explores the legal and theoretical implications of press credentialing to cover the United States Congress, drawing on the concepts of boundary work and journalistic authority to demonstrate the material impact of the space between fields on professional legitimation in journalism. Using WorldNetDaily (WND) as a case study, I argue that the Standing Committee of Correspondents (SCC) occupies a hybrid boundary zone between the journalistic and political fields, generating a unique tension in First Amendment jurisprudence that places journalists in a paradoxical role as both the professional embodiments of free speech and its constitutional steward. The resulting jurisdictional conflict between the SCC and WND extends the relational model of journalistic authority by articulating how journalist-state relations can fundamentally augment the process of legitimation at its fuzzy boundaries. The relevance and implications for press credentialing practices in the digital age are discussed.     

新时期大学生自我管理研究

社会发展新常态,助推着高校教育教学改革与发展,冲击着固有的教育管理模式,影响着大学生自我管理因素的生成。本文以高校立德树人为宏观视角,切入大学生管理微观课题,结合社会发展新形势、高校管理模式新变化、大学生成长新特点,阐述新时期大学生自我管理"是什么"、"为什么"、"怎么办"的基本道理,剖根问源析原因,立足长远寻对策,以期推动高校可持续发展。     

Mapping migrant vernacular discourses: Mestiza consciousness,nomad thought,and Latina/o/x migrant movement politics in the United States

ABSTRACT

This essay reads the Latina/o/x migrant vernacular discourses that emerge out of pro-migrant activism. Anzaldúa’s notion of mestizaje – a logic of border consciousness – is put into conversation with Deleuze’s notion of nomad thought – a logic of movement – to inform a rhetorical strategy for reading the vernacular archive of social movement discourse. The “No Papers, No Fear” is one such social movement that demonstrate the logic of mestizaje/nomadism in their communication strategies. This study illuminates three tensions that define the ways Latina/o/x migrants in the US navigate the spaces of citizenship: tensions between movement/stasis, migrant identity/national identity, and fear/safety.     

How can children with mild literacy difficulties be supported at the transition to secondary school? A small‐scale quasi‐experimental study

There is evidence that pupils with weak literacy skills struggle on transition to secondary school. Many experience a drop in attainment in the summer break between the two. A British government‐funded programme of rigorously designed research on boosting literacy at transition had (by 2015) found only four of 15 interventions evaluated had positive effects. This small‐scale quasi‐experimental study investigated the effectiveness of support for pupils with mild literacy difficulties on transition to secondary school. Thirty‐two pupils in three schools were involved; half received the programme. Pairs were matched on reading, spelling, age and gender. Intervention was designed around the individual needs of each pupil, focusing variously on language skills, writing, reading and spelling. The group receiving the programme made modest gains in spelling, reading efficiency and single word reading. The comparison group lost ground, relatively, in all three areas. The results suggest a promising line for more rigorous investigation.     

Children's responses to the interactivity of storybook apps in family shared reading events involving the iPad

This paper reports on some data on the effects of screen‐based interactivity on children's engagement with storybook apps during family shared book reading that were gathered in a 2‐year, small‐scale ethnographic case study in Spain. Data analysis focuses on the complex interplay between the storybook app's interactive features and the children's responses to them. Our findings show that interactive elements increase the child's autonomy, as they tend to promote the importance of the reader, positioning him or her as a collaborator, storyteller, an author or an internal character in the fiction; something that can materialise in exciting narrative strategies that can trigger powerful responses to digital literary texts in emergent readers, including playing, creating new fictions or engaging emotionally with the story. Finally, we argue that the Reader Response models that have been used over recent decades to understand children's reading experiences with storybooks need to be revised to better understand their current experiences with interactive texts.     

Exploring Verbal,Visual and Schematic Learners' Static and Dynamic Mental Images of Scientific Species and Processes in Relation to Their Spatial Ability

The current study compared different learners’ static and dynamic mental images of unseen scientific species and processes in relation to their spatial ability. Learners were classified into verbal, visual and schematic. Dynamic images were classified into: appearing/disappearing, linear-movement, and rotation. Two types of scientific entities and their related processes were investigated: astronomical and microscopic. The sample included 79 female students from Grades 9 and 10. For the purpose of the study, three instruments were used. The Mental Images by Guided Imagery instrument was designed to investigate participants' visualization of static and dynamic mental images. The Water-Level Task was adopted to estimate participants' spatial ability. The Learning Styles Inventory was used to classify participants into verbal, visual and schematic learners. The research findings suggest that schematic learners outperformed verbal and visual learners in their spatial ability. They also outperformed them in their vividness of microscopic images; both micro-static and micro-dynamic images; especially in the case of appearing/disappearing images. The differences were not significant in the case of astronomical images. The results also indicate that appearing/disappearing images received the least vividness scores for all three types of learners.     

自主性学习的特征及其方式

自主性学习是创新学习的方法之一，应充分认识自主性学习的特征，正确地选择适合自己学习个性特点的学习方法，提高学习效率。     

Perceived and experienced stigma among people living with HIV: Examining the role of prior stigmatization on reasons for and against future disclosures

HIV remains a significant health concern entering the fourth decade of the epidemic [Centers for Disease Control and Prevention. 2014. HIV basics. Retrieved from http://www.cdc.gov/hiv/basics/index.html], and people living with HIV continue to grapple with stigma. This study uses Leary and Schreindorfer's [1998 Leary, M. R., &; Schreindorfer, L. S. (1998). The stigmatization of HIV and AIDS: Rubbing salt in the wound. In V. J. Derlega &; A. P. Barbee (Eds.), HIV and social interaction (pp. 12–29). Thousand Oaks, CA: Sage. [Google Scholar]. The stigmatization of HIV and AIDS: Rubbing salt in the wound. In V. J. Derlega &; A. P. Barbee (Eds.), HIV and social interaction (pp. 12 Lekas, H. M., Siegel, K., &; Schrimshaw, E. W. (2006). Continuities and discontinuities in the experiences of felt and enacted stigma among women with HIV/AIDS. Qualitative Health Research, 16, 1165–1190. doi:10.1177/1049732306292284[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]–29 Lekas, H. M., Siegel, K., &; Schrimshaw, E. W. (2006). Continuities and discontinuities in the experiences of felt and enacted stigma among women with HIV/AIDS. Qualitative Health Research, 16, 1165–1190. doi:10.1177/1049732306292284[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Thousand Oaks, CA: Sage] conceptualization of stigma to explore prior stigmatization on reasons for and against future disclosures. We interviewed HIV+ individuals (N?=?59) and used a combination of deductive and inductive coding to analyze participants’ responses. Deductive codes consisted of four stigma characteristics (pose a threat to others’ health and safety, deviate from group standards, create negative emotional reactions in others, and failure to contribute), experiences of feeling stigmatized due to HIV status (yes or no), and the degree to which HIV stigma was a concern (major, minor, or no concern). Inductive coding identified examples of perceived and experienced stigma and stigma concerns on future disclosure decision-making. Practical implications discuss individual, institutional, and societal stigma-reduction interventions and programs.