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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 purpose of this paper is to examine the 2015 Union Cycliste Internationale (UCI) Road World Cycling Championship in Richmond, Virginia.

An array of eclectic methods included in situ witness observations of several of the races, 21 semi-structured random interviews and multiple discussions with elements of UCI, the city of Richmond’s planners, residents and business owners during and after the championship in fall 2015.

This paper has uncovered five findings: First, the material investment was considerably smaller than that of other events (common good criterion CGC i – good governance); second, pre-planning was critical to successfully hosting the event; third, this event included not only two entities as one would expect at first glance, but many (common good criterion CGC ii – good management); fourth, a filière approach to community service and the exploitation of clustered thematic activities was of critical importance to successfully hosting the 2015 UCI Road World Cycling Championship; and fifth, this event enabled the opportunity to market other city and regional assets (common good criterion CGC iii – good outcomes).

Cities hoping to bid for events ought to consider hosting unique events such as road championships. Those cities will benefit from careful event pre-planning, responsible event hosting and post-event legacies in the form of socio-economic and mindscape memories.

Bidding and pre-event planning is increasingly seen as an opportunity to locate, create and develop support for common good urban projects, which will remain valuable after the event is over or which will need to be built in spite of the bid’s result.

This study fills an unresearched gap on the impact of events on a city’s future non-motorized sustainable transportation priorities.

The purpose of this study was to develop and validate a scale to assess the influence of Higher Educational Facilities for the growth of education in higher education institutions.

The first step in the process of scale development is to generate an item pool containing as many items as possible which captures the construct of interest. A total of 111 items were constructed for the initial try-out of the scale measuring the construct of higher educational facilities. This rating scale was based on the Likert-type was designed, where each item had to be rated on a five-point scale. The scale consisted of a few items involving the dimensions of infrastructure, quality assessment and quality assurance regard to the vision actualization.

Higher Educational Facilities Scale (HEFS) was developed by the investigator and designed in the format of a 5-point rating scale of the Likert type. There are different phases identified for the scale construction. In the first phase, items are created and the content’s validity is determined. The scale is constructed in the second phase. Pre-testing the questions, administering the survey, reducing the number of items and determining how many factors the scale captures are all steps in the scale construction process. The number of dimensions, reliability and validity are all verified in the third phase, scale evaluation. In developing the scale, the content and face validity was ascertained. The reliability of the scale and its three subscales were established. This scale has potential value for policymakers to assess the perception held by the religious faculty members working in higher education institutions.

The research is part of the doctoral thesis by Dr Deepa Thomas under the supervision of Dr Fr. Joseph C. C. and the co-supervision of Dr Kennedy Andrew Thomas. The purpose of the scale is to assess the higher educational facilities of in institutions of higher Education. Quality, excellence and service are the vision and purpose of higher education institutions to provide ample opportunities and good facilities for their beneficiaries, thus creating tremendous changes in the Indian education scenario.

Research on knowledge creation within eSports learning is scarce. This study extends the understanding of competition-oriented collaborative learning in eSports by examining the relationship between the dynamics of knowledge creation modes and the continuum of the motivational profile, along with the moderating effects of mutualistic co-presence therein.

Participants were recruited from the community of massively multiplayer online gamers (MMOGs). Through a quantitative survey, their motivations (i.e. self-extrinsic, self-intrinsic, peer-extrinsic and peer-intrinsic motivations), knowledge creation involvements (i.e. internalization, externalization, combination and socialization) and perception of mutualistic benefit of self and peers were captured for hypothesis testing.

Significant and positive direct relationships were observed between four motivations and four knowledge creation modes. The mutualistic co-presence positively moderated the positive relationship between the self-extrinsic, peer-extrinsic and peer-intrinsic motivations and socialization. When mutualistic self-benefit were outweighed, peer-extrinsic motivated gamers became less likely to perform internalization, whereas self-extrinsic and peer-extrinsic motivated gamers were less likely to perform combination.

This study is among the first to rationalize the relationship between motivational profile and the dynamics of knowledge creation in eSports learning. The conceptualization of the new construct – mutualistic co-presence – using the ecological concept of symbiosis is uncommon in prior literature. The findings also demonstrate that the four modes of knowledge creation in eSports learning are continuous and interwoven; they can be initiated at any point and do not necessarily occur in a specific sequence.

The aim is to expose the lack of recognition of archaeological sites as a symbolic identity and cultural integrator, showcasing how a deconstructed ideal of public policies and social practices resulted from mismanagement in the processes of safeguarding the historical culture of the sites. It is intended to highlight this discrepancy as to raise awareness on the equivocal direction these complications are heading to and to stress the advocacy for knowledge dissemination government sectors should aim on promoting.

The article draws substantively on the analysis of case studies at state and national level. The archaeological cultural value interpretation is supported by the analysis of historical records such as exploration logs, government organizations’ workbooks, norms and regulations of archaeological conservation and literature review. The current deconstructed cultural value of archaeological sites is interpreted given trends of promotion of archaeological heritage, which ultimately resulted in a misconception of origins.

The subsequent analysis shows that present-day political and social activities on archaeological sites are predisposed by a mismanagement of cultural promotion. The preference for activities that differ from indigenous traditions, commercialization of culture and urban growth have diverged the ideal of culture integration and knowledge dissemination these sites were rescued for, leading to the ignorance of the population towards their cultural value. This phenomenon demonstrates that archaeology in Morelos is currently submerged in a misconception of origins.

The article aims to expose an array of references to issues of the usefulness of archaeological heritage for political and economic purposes as a referent for future studies.