Estimates of the Number of Liver Carcinogens in Bioassays Conducted by the National Toxicology Program

Estimates were made of the numbers of liver carcinogens in 390 long-term bioassays conducted by the National Toxicology Program (NTP). These estimates were obtained from examination of the global pattern of p-values obtained from statistical tests applied to individual bioassays. Representative estimates of the number of liver carcinogens (90% confidence interval in parentheses) obtained in our analysis compared to NTP's determination are as follows: female rats—49 (23, 76), NTP = 30; male rats—88 (59, 116), NTP = 35; female mice—131 (105, 157), NTP = 81; male mice—100 (73, 126), NTP = 61; overall—166 (135, 197), NTP = 108. The estimator from which these estimates were obtained is biased low by an unknown amount. Consequently, this study provides persuasive evidence of the existence of more rodent liver carcinogens than were identified by the NTP.     

阿姆斯特丹文化分析学派的文艺研究及其理论建构

英国伯明翰学派的文化研究关注作为生活方式的文化经验,德国法兰克福学派的文化批判重视文化形态的意识形态机制,荷兰阿姆斯特丹学派的文化分析强调作为文化存在的研究对象。有鉴于文化研究在经验与结构之间的范式争议,文化分析主张从“文化本体”到“文化指涉”的理论转向。比较和对照文化研究的理论观念与范式,本文主张从作品到文本的范式转型,以此考察文化文本作为文化分析的理论基点,强调从文化到文化性的视域融合,以此梳理“文化指涉”作为文化分析的批评视角,探讨“会思考的艺术”作为文化分析的理论对象。     

近十年国外系统功能翻译研究的新特点和发展趋势

近年来,伴随着多语交际和多语研究的兴起以及适用语言学概念的提出,系统功能翻译研究已逐渐成为翻译研究中影响与日俱增的重要分支。新时期的系统功能翻译研究充分立足功能语言学自身,采用语言多维度的全息视角,提出了综合的理论模式,研究方法也从传统的以内省为主逐步过渡到以量化数据支撑的实证研究为主,强调翻译研究对语言学的反哺作用,研究范围和研究深度上都得到了较大的拓展。本文梳理了近十年国外系统功能翻译研究的最新成果,总结研究的新特点,并展望今后的发展趋势。      

Zero Feet Away: The Digital Geography of Gay Social Media

ABSTRACT

For this contribution to the “Cartographies” section of the special issue on “Mapping Queer Bioethics,” the author focuses on the terrains of digital media, geosocial networking, and sexually based social media in LGBT communities. Addressing the communal potentials and ethical complications of geosocial connections made possible by such sexually based social media, the author asks whether digital forms of cartography via applications such as Grindr and Scruff simplify, complicate, or merely expose historically longstanding notions of queer interconnectivity.     

Introducing the Historical Thinking Practice of Contextualizing to Middle School Students

This article describes the design of a social studies unit about the Johnstown Flood of 1889 with a particular emphasis on how specific unit resources engaged middle school students in learning about the geographical and historical context of Johnstown, Pennsylvania. We also report on how the resources supported the teaching and learning of the historical thinking practice of contextualizing.     

Living “Anyway:” Stories of Access

Elana Dykewomon's 1974 novel, Riverfinger Women, was among the first lesbian books with a “happy ending.” Her seven books of fiction and poetry include the Lambda Award winner Beyond the Pale (now an audio and e-book) and Lambda nominee, Risk. She was an editor of the lesbian-feminist journal, Sinister Wisdom, for eight years. Her literary work foregrounds the lesbian heroic as integral to women's communities. As a social justice activist, she has organized and participated in anti-war, anti-racist, anti-classist, fat and disability rights work since the 1970s. She is now working with Old Lesbians Organizing for Change. She is happy to live embedded in dyke community as a lesbian radical committed to a loving justice. While she suffered psychiatric abuse at 13 (and acknowledges long-term adaptive behavior on that account), she has not experienced disabling mental illness since. Her primary disabilities are mobility impairment through severe, progressive arthritis and constant low-to-powerful pain, sometimes diagnosed as fibromyalgia. Her acute illnesses include pancreatitis and a rare-in-adults kidney disease currently in remission.     

Historical Experience and the Haitian Revolution in the History Classroom

The article examines a mainstream curricular unit on the Haitian Revolution, centered on a culminating role-play activity. Cultural studies, subaltern studies, and hermeneutics are applied as theoretical frameworks to read the curriculum unit and its activities. These theoretical lenses sharpen an understanding of what it means to experience history in the classroom. These lenses are used to consider the political relations of power within the historical moment being studied and the political notions of power within the production of historical knowledge itself. The author conducts an analysis of the epistemological and hermeneutic problem spaces within this curriculum, with particular attention to how this curriculum unit might be translated into an urban school setting that accounts for marginalized student positions.     

A Bayesian test of homogeneity of association parameter using transition modelling of longitudinal mixed responses

In this paper, a Bayesian framework using a joint transition model for analysing longitudinal mixed ordinal and continuous responses is considered. The joint model considers a multivariate mixed model for the responses in which a transitive cumulative logistic regression model and an autoregressive regression model are used to model ordinal and continuous responses, respectively. Also, to take into account the association between longitudinal ordinal and continuous responses, a dynamic association parameter is used. A test is conducted to see whether this parameter is time-invariant and another test is presented to see whether this parameter is equal to zero or significantly far from zero. Our approach is applied to longitudinal PIAT (Peabody Individual Achievement Test) data where the Bayesian estimates of parameters are obtained.     

Culturally Responsive Teaching in an Oglala Lakota Classroom

In response to the widening academic achievement gap between Native American students and other students in the United States, a culturally responsive approach was used in a Native American social studies class with positive results. Eighth-grade Oglala Lakota students in an American History classroom experienced a unit infused with lessons that highlighted Native American culture, history, and values. Students' knowledge, skills, and culture were used as frames of reference for the teacher, enabling students to personally engage with the content and making learning more meaningful. By incorporating culturally responsive teaching practices into the social studies curriculum, teachers not only give students the opportunity to come face to face with multiple perspectives but students are able to come face to face with their own ancestors, bringing history home, and bringing it to life.     

Brief Report: Who has a Sexual Agreement Among Mixed-Sex Partnered Adults in the U.S.?

Little is known about how common sexual agreements (SAs) are among mixed-sex couples. Data from 555 partnered, mixed-sex adults who completed a 1-time web survey were used to describe who had a SA in their current relationship and associated factors. Sixty-two percent reported having a SA. Having a SA was associated with identifying as bisexual or questioning, owning a smartphone, and recently having anal sex in the current relationship. Further research is needed to assess whether SAs may be an ideal platform to assist mixed-sex couples with their sexual health needs, which could include HIV/STD prevention and family planning.