The middling mobile: finding place in the liquid city

The middling mobile, differentiated by their modest and unsure mobility, are a vast of bulk of people who intend or expect to move on. As they travel, they tread differing intensities of rhythm and social embeddedness felt to be chaotic, constraining, liberating, or comforting. Owing to their aspirations to ‘get out’ of a rhythmic life, or to move somewhere familiar, the middling mobile use movement and rootedness to navigate and manage everyday life in the liquid city. My analysis offers a holistic exposition of a life that flows between mobility/immobility and rhythmic/arrhythmic forms, and the transitions between them.     

自驾偏好、居民异质与居住选址——基于单中心城市模型的空间均衡分析

基于线性单中心城市模型，研究了自驾偏好和居民拥有车辆异质性对双方式交通走廊沿线居民出行方式选择和居住区位选址均衡的影响.将有车居民对自驾出行的偏好集成到直接效用函数中，建立了空间均衡模型.分析发现，当城市居民全部自驾出行时，租金-距离可能呈现先提高后降低的趋势.考虑只有部分居民拥有自驾车辆的一般情形，推导出了有车和无车居民在城市走廊沿线居住分布的不同均衡模式.通过理论解析，进一步考察了小汽车保有量和城市居民数量的变化对城市空间结构和居民效用水平的影响.     

Maternal and paternal reactions to child sadness predict children's psychosocial outcomes: A family‐centered approach

Parents' reactions to children's emotions shape their psychosocial outcomes. Extant research on emotion socialization primarily uses variable‐centered approaches. This study explores family patterns of maternal and paternal responses to children's sadness in relation to psychosocial outcomes in middle childhood. Fifty‐one families with 8‐ to 12‐year‐old children participated. Mothers and fathers reported their reactions to children's sadness and children's social competence and psychological adjustment. Cluster analyses revealed three family patterns: Supportive (high supportive and low non‐supportive reactions from both parents), Not Supportive (low supportive reactions from both parents), and Father Dominant (high paternal supportive and non‐supportive reactions, low maternal supportive and non‐supportive reactions). Supportive families had children with higher social competence and more internalizing symptoms whereas Father Dominant families had children with lower social competence and fewer internalizing symptoms. Not Supportive families had children with average social competence and fewer internalizing symptoms. Findings are discussed in relation to the “divergence model” which proposes that a diverse range of parental responses to children's sadness, rather than a uniformly supportive approach, may facilitate children's psychosocial adjustment.     

国内夫余活动中心与王城研究

关于夫余的活动中心，有呼嫩平原和松辽平原两种说法；夫余的王城有前后之分，前期王城多数学者认为在吉林省吉林市，也有吉林农安、辽宁西丰等意见。后期王城有辽宁昌图四面城、吉林农安、吉林四平一面城、吉林柳河罗通山城、吉林榆树一带、吉林辽源龙首山山城等意见。     

陆贾泥城纪念性公园再生意义研究(上)

陆贾是对岭南的文明开发卓有贡献的历史人物,两千年前留在岭南最重要的史迹遗址,是位于广州荔湾区西村的"泥城"。一处人文遗迹会给我们带来怎样的历史思考与未来取向?纪念性价值、社会性价值、教育性价值,是一切人文史迹共有的特征,"泥城"当然也不例外。以体现人物精神思想为中心,以人文史迹及其环境为物质载体,构建供人们瞻仰、缅怀、发思古之幽情,供人们休憩、审美、抚今追昔而探索更美好将来的公共园林,可是对古人、今人、未来者皆为美事的举措。     

Changes in preschool children’s social engagement positively predict changes in social competence: A three‐year longitudinal study of portuguese children

To test the hypothesis that social engagement is a foundational aspect of other peer social competence indicators during early childhood, 160 Portuguese preschool children (“3‐year‐olds”) were observed at least in two different school years, using a battery of validated social competence assessments based on direct observations and child interviews. Multilevel growth models tested whether social engagement predicted initial values and linear changes in the other social competence indicators. Results were consistent with the hypothesis, insofar as both initial values and changes in social engagement significantly predicted initial values and changes in other social competence indicators. Additionally, the number of children's reciprocated friendships was also predicted by social engagement. These results are discussed from the perspectives of conceptual frameworks that consider individual differences in social competence during early childhood as a consequence of attachment histories and/or emotional competence.     

Negotiating Density and Financing Public Goods in Vancouver and New Taipei City: A Development Rights Perspective

ABSTRACT

This article examines two density-based value-capture mechanisms – community amenity contributions (CAC) in Vancouver, Canada, and transfer of development rights (TDR) in New Taipei City, Taiwan – that planners use to finance public goods. To understand the differences in the design of the mechanisms, negotiating dynamics, actors involved, and types of public goods financed, we propose three perspectives on development rights: absolute ownership, bundle of rights, and public asset. We find that the public asset perspective underpins Vancouver’s CAC, whereas in New Taipei City’s TDR development rights are treated more as a commodity, a concept rooted in the absolute ownership perspective.     

Mentorship experiences during registrar training: reflections of Black African specialists in the Western Cape

In order to meet the significant staffing challenges to health care provision in South Africa, the need to support the training and retention of Black medical specialists has been identified. This small qualitative study aimed to explore experiences of mentorship among a group of Black medical specialists in hopes of understanding the value and potential challenges that these relationships raise. Ten Black medical specialists were interviewed about their experiences of being mentored during their registrar training. The interview data was analysed using discourse analysis, and the results comprise of three main themes, namely: Difficulty accessing mentorship, a lack of Black and/or female role models and finally, experiences of feeling excluded from soft networks. The experiences explored in this study indicate the need for open dialogue within the mentorship dyad regarding certain taken-for-granted assumptions surrounding race, so as to aid the provision of more effective and satisfying mentorship outcomes.     

Intersectionality in the Lives of LGBTQ Youth: Identifying as LGBTQ and Finding Community in Small Cities and Rural Towns

This article presents an analysis of the views of younger bisexual and lesbian women and transgender youth living in a western Canadian small city on their sexual and gender identities. Data were collected through focus groups and interviews and analyzed thematically through an intersectional lens. The purposive sample was composed of 13 youth who identified as lesbian, gay, bisexual, transgender, or queer (LGBTQ) and whose average age was 19.8 years. The analytical themes of (1) living in a small town, (2) identifying and being identified, and (3) talking intersectionality indicate that the sexual identities and gender identities and expressions of LGBTQ youth change across time and context and are impacted by often overlooked factors including faith, Indigenous ancestry, disability, and class. Further, the size and character of the community significantly impacts LGBTQ youth identity development and expression. This research demonstrates the uniqueness of individual youth’s experiences—opposing notions of milestone events as singularly important in queer youth identity development.     

When difference creates dissonance: understanding the ‘engine’ of intercultural learning in study abroad

Why do some study abroad students improve their intercultural skills, while others revert to less sophisticated ways of making sense of cultural difference? Both intercultural competence theory and transformative learning theory attempt to explain why student intercultural learning occurs, but they only provide partial answers. Building on our previous study assessing intercultural competence in a 2015 field school in India, this article applies the concept of cognitive dissonance to explain the process behind intercultural learning. In the context of study abroad, students experience cognitive dissonance when they encounter cultural differences or similarities that confound previously held expectations about culture. Adapting Maertz, Hassan, and Magnusson’s cognitive dissonance resolution framework, we employ qualitative analysis of students’ written reflections to show how the resolution of cognitive dissonance could act as the ‘engine’ of intercultural learning.