DOCSLIB.ORG

Fall Final Publication.Pub

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Fall Final Publication.Pub THE MIRROR New Paltz Middle School Student Newspaper Edition I Fall 2007 School News The Middle School Barbeque By Courtney Smith and Dakota Reinike There were hamburgers and hotdogs that Dr. Wiesenthal and other staff had prepared and On August 17, 2007, the middle school had a served. The sixth graders got to meet their old BBQ for the fifth graders who were moving into friends and play on the new playground equipment sixth grade. Parents that the school built. The attended the barbe- new playground equipment que and the assem- is not just an ordinary bly where Dr. playground; students can Wiesenthal told exercise and still have fun. everyone about the Dr. Wiesenthal had school. tips for the sixth graders on Some of the how everything goes in the seventh graders school, like the Co-Recs, helped out by set- lockers, field trips, and the ting up, and pack- classes. Also, he answered ing up the tables. any questions the students They also gave the had asked. (soon to be) sixth graders a tour of the The students had a great school. time and they may even These incom- Aodhan Fogarty, Jamie Ferrante, Lindsay Takacs, Deja Clement, want to give a tour for the ing sixth graders set up and Honour Butler, and Michaela Labare upcoming sixth graders next learned how to open their year! lockers. They received their schedules and then went on the tour. Table of Contents News-pp 1-4 Poetry-p4 Short Story-p5 Reviews-p6 Advice Column and Student Thoughts p7 Fun Page-p8-10 1 Final Farewell Koi,” followed by the band’s presentation of “Echoes By Caroline Aurigemma of Kyoto.” After that, the students left the stage and the Japanese students performed a dance for the stu- This fall, the new sixth graders took a bus to their dents of New Paltz. last Mohonk trip. The students had great weather most After the assembly the Japanese students fol- of the time, but they also got a little chilly as they lowed their hosts around to their classes and saw what walked up near the mountain. Students went to study school life is like in New Paltz. the effect of acid rain on the Mohonk property. Some The next day Japanese students returned and of the lakes tested were Lake Mohonk, Lily Pond, and enjoyed their day by continuing to follow their hosts, the Reservoir. but they also made their own tie-dye t-shirts to take All the lakes tested were in Mohonk. Students home. later tested the water from Lake Minnewaska which For the next few days, the Japanese students was kept in a container in a freezer for 2 weeks so the traveled around New York. They visited Mohonk and ph was probably a little off. Students find the ph of a hiked to the Sky Top Tower. Also, they got to go to lake by using a testing kit like the La Motte testing kit. New York City where they got to enjoy the rest of Students drop 10 drops of this chemical substance, their stay before leaving on Thursday morning, on shake it and then slide the test tube in the color coated September 27th. box to read what the ph is. They had to drop down a 4 tube container that Cross Country filled with water and that’s how students got the water. By Evan Pallor It took about 3 minutes to fill the container to the top. Students had to ask about the bottom material in the Fall Sports have started again. Among these lakes and they had to look for any life in the lakes. sports is cross country. Coach Vance coaches this Then students climbed all the way to the tower to magnificent sport with first time coach, Coach Shafer. eat lunch. Students thought hiking and testing the wa- Every Monday-Friday directly after school, people in ter was fun. cross country go to the locker room to get changed. Ashley Mazzei said that she liked testing the water After they are changed, they meet in the cafeteria for a sources and finding the ph. Kelly Wingfield said, “It snack and attendance. When they leave the cafeteria, was fun but my legs hurt.” the running starts. Sixth graders would like to thank the Mohonk Cross country runs at home, at an apple or- preserve educators for helping them learn. Students chard, at the college, and at the rail trail, among other will miss Mohonk. places. There is also an optional practice on Saturday which can be at an even wider variety of places. After From Nimi to New Paltz this Saturday practice, there is bagels and juice for all. On Fridays, cross country runs to Hasbrouck Park to By Matthew Landolfa play fierce and unforgettable games of capture the flag. After playing this extreme form of capture the In September, New Paltz Middle School had flag,normal capture the flag feels tame. Cross Country the students of our Japanese sister city visit once more. can be really busy! On September 21,, Ms. Pereira and Ms. Gruver picked There have been seven meets, six of which New Paltz has won. The first one was against Wallkill. up the Japanese students at J.F.K. airport. For the next The second one was against both Ellenville and Rhine- week the students of Nimi, Japan stayed with host stu- beck. The third one was run against Coleman, and the dents and enjoyed the sights of New York. fourth one was against Saugerties. The fifth was The host students were Emily Copeland, Anna against Marlboro. The sixth was an invitational and the and Leah Sturgis, Brendan Purcell, Margaret Stanne only one that was not won. The seventh was the and Annette Rodriguez. For the next five, days the MHAL (Mid-Hudson Athletic League) championship. Japanese students lived with these students. There were over 500 people at the MHAL meet and On their first day in New Paltz Middle School, New Paltz won handily. the Japanese students took part in an assembly wel- Cross country is an incredible sport, but much coming them to New Paltz. First, the seventh and harder than some people might think. Many just eighth grade choruses sang a Japanese song “Hotari 2 think,“Oh, all you have to do is run. Anybody can do these books? Some of us had useful ideas. Honour that.” But in reality not everybody can do it. You need Butler says, “Maybe there should be a book of the speed, stamina, and most importantly, determination. week, and the book is displayed for people to read it.” Without all 3 of these, you will never succeed in cross The librarian thought it was a great idea. Then, Camila country. However, the reason determination is the Ferguson suggested, “What if we have a Newberry most important thing is that if you keep up and stick Award Winner week?” with it, you’ll gain speed and stamina. Some of these books haven’t been touched for Cross country is a fabulous sport that will months. Have you ever picked a book up that had strengthen your resolve until you conquer your doubts nothing stamped in it? This means either it has had a a run like the wind. It ended on Friday, October 26. full card of stamps, or nobody has checked it out. Usu- ally, nobody has checked it out since it was ordered. Remember that cross country is a good sport There are many of these books in the library, and we and it is as challenging a sport as football or soccer. want to see them checked out. A few others made some suggestions. SPIRIT WEEK!!!!! Quinn Harlow says, “There should be a hand- out that teachers give that comes out each month list- By Tamara Tasker and Kristia Thomsen ing the new books that were ordered.” “There should be posters on the walls so every- Spirit week is a week when students dress differ- one can see them when they’re walking in the halls.” ently to encourage unity in the school. Spirit week was Verenice Castellanos suggests. October 22-26. Students are encouraged to tune out Another great idea we received was from drugs. Camila Ferguson who said, “We should post quotes On Monday, to kick off spirit week students wore outside of the library with the title of the book. After red. It was so much fun to see everyone in the halls reading some quotes, people might like the style of wearing red. Students got a red ribbon for wearing red writing so they can check that book out.” shirts or pants. Michaela Labare told us, “There should be a Tuesday was come to school dressed like a twin genre week every week. Ms. Lis-Simmons could pick day and students walked around together dressed alike. a genre and say one best seller in that genre every day At recess and lunch, Ms. Pines gave a sticker to all that week.” Those are some great ideas but we still twins. need help. If you’re ever in class and you think of an Then on Wednesday, students came to school with idea to get people to read more, jot it down and tell wacky hair and wacky clothes, like striped pants and a Ms. Lis-Simmons. The Mirror asks you the reader to pink shirt, or blue leggings and a green skirt, and a yel- tell people about books if you hear about them. And low shirt and red hair. Remember On Thursday, students wore their favorite sports jerseys.
Load more

Recommended publications
  • Vintage Game Consoles: an INSIDE LOOK at APPLE, ATARI
    Vintage Game Consoles Bound to Create You are a creator. Whatever your form of expression — photography, filmmaking, animation, games, audio, media communication, web design, or theatre — you simply want to create without limitation. Bound by nothing except your own creativity and determination. Focal Press can help. For over 75 years Focal has published books that support your creative goals. Our founder, Andor Kraszna-Krausz, established Focal in 1938 so you could have access to leading-edge expert knowledge, techniques, and tools that allow you to create without constraint. We strive to create exceptional, engaging, and practical content that helps you master your passion. Focal Press and you. Bound to create. We’d love to hear how we’ve helped you create. Share your experience: www.focalpress.com/boundtocreate Vintage Game Consoles AN INSIDE LOOK AT APPLE, ATARI, COMMODORE, NINTENDO, AND THE GREATEST GAMING PLATFORMS OF ALL TIME Bill Loguidice and Matt Barton First published 2014 by Focal Press 70 Blanchard Road, Suite 402, Burlington, MA 01803 and by Focal Press 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Focal Press is an imprint of the Taylor & Francis Group, an informa business © 2014 Taylor & Francis The right of Bill Loguidice and Matt Barton to be identified as the authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.
    [Show full text]
  • NES Specifications
    Everynes - Nocash NES Specs Everynes Hardware Specifications Tech Data Memory Maps I/O Map Picture Processing Unit (PPU) Audio Processing Unit (APU) Controllers Cartridges and Mappers Famicom Disk System (FDS) Hardware Pin-Outs CPU 65XX Microprocessor About Everynes Tech Data Overall Specs CPU 2A03 - customized 6502 CPU - audio - does not contain support for decimal The NTSC NES runs at 1.7897725MHz, and 1.7734474MHz for PAL. NMIs may be generated by PPU each VBlank. IRQs may be generated by APU and by external hardware. Internal Memory: 2K WRAM, 2K VRAM, 256 Bytes SPR-RAM, and Palette/Registers The cartridge connector also passes audio in and out of the cartridge, to allow for external sound chips to be mixed in with the Famicom audio. Original Famicom (Family Computer) (1983) (Japan) 60-pin cartridge slot, with external sound-input, without lockout chip. Two joypads directly attached to console, Joypad 1 with Start/Select buttons, Joypad 2 with microphone, but without Start/Select. 15pin Expansion port for further controllers. Video RF-Output only. "During its first year, people found the Famicom to be unreliable, with programming errors and freezing rampant. Yamauchi recalled all sold Famicom systems, and put the Famicom out of production until the errors were fixed. The Famicom was re-released with a new motherboard." Original NES (Nintendo Entertainment System) (1985) (US, Europe, Australia) Same as Famicom, but with slightly different pin-outs on cartridge slot, and controllers/expansion ports: Front-loading 72-pin cartridge slot, without external sound-input on cartridge slot, without microphone on joypads, with lockout chip. Newer Famicom, AV Famicom (1993-1995) 60-pin cartridge slot, with external sound-input, without lockout chip.
    [Show full text]
  • From Properties
    Harnessing Technology: The Learner and their Context Increasingly autonomous: learners using technology in the context of their family lives and beyond – 14 Individual Case Studies Harnessing Technology: The Learner and their Context Increasingly autonomous: learners using technology in the context of their family lives and beyond 14 Individual Case Studies Chris Davies, Jenny Good and Sue Cranmer University of Oxford A report for Becta March 2009 March 2009 http://www.becta.org.uk page 1 of 89 © Becta 2009 Research report Becta | Harnessing Technology: The Learner and their Context – Increasingly autonomous: learners using technology in the context of their family lives and beyond – 14 Individual Case Studies Contents Acknowledgements .................................................................................................. 3 Introduction .............................................................................................................. 4 Case studies ............................................................................................................. 7 Case 1: CO ............................................................................................................. 7 Case 2: ED ............................................................................................................ 12 Case 3: FR ............................................................................................................ 19 Case 4: YU ...........................................................................................................
    [Show full text]
  • Senior Design 2 Main System Milestones
    FunBox Classic (FBC) Senior Design II - Project Documentation August 7, 2015 Group 14 Stephen Caskey Anna Iskender Nick Johnson Kyle McCleary Contents 1. Executive Summary ........................................................................................... 1 2. Project Description ............................................................................................. 2 2.1 Project Motivation ......................................................................................... 2 2.2 Goals and Objectives ................................................................................... 2 2.3 Requirement Specifications ......................................................................... 3 2.4 Standards and Constraints ........................................................................... 4 2.4.1 Standards .............................................................................................. 4 2.4.2 Identification and Review of Related Standards .................................... 6 2.4.3 Constraints ............................................................................................ 6 2.4.4 Impact of Realistic Design Constraints ................................................ 11 3. Research Related to Project ............................................................................ 12 3.1 Existing Similar Projects and Designs ........................................................ 12 3.1.1 Instructables How to Make a Portable Game System by 1up ............. 12 3.1.2 Adafruit PiGRRL .................................................................................
    [Show full text]
  • 2019 the Common Sense Census: Media Use by Tweens and Teens Common Sense Is Grateful for the Generous Support and Underwriting That Funded This Research Report
    2019 THE COMMON SENSE CENSUS: MEDIA USE BY TWEENS AND TEENS COMMON SENSE IS GRATEFUL FOR THE GENEROUS SUPPORT AND UNDERWRITING THAT FUNDED THIS RESEARCH REPORT: Eva and Bill Price Price Family Research Fund Margaret and Will Hearst Carnegie Corporation of New York Craig Newmark Philanthropies CREDITS Authors: Victoria Rideout, M.A., VJR Consulting Michael B. Robb, Ph.D., Common Sense Copy editor: Jenny Pritchett Designer: Dana K. Herrick Suggested citation: Rideout, V., and Robb, M. B. (2019). The Common Sense census: Media use by tweens and teens, 2019. San Francisco, CA: Common Sense Media. 2019 THE COMMON SENSE CENSUS: MEDIA USE BY TWEENS AND TEENS Introduction . 1 Key Findings . 3 Key Tables . 11 Methodology . 19 Screen Media Use: Overview . 23 Media Devices: Access in the Home and Personal Ownership . 27 Television . 29 Online Videos . 33 Gaming . 35 Social Media and Texting. 39 Emerging Technologies: Smart Speakers and Virtual Reality . 41 Reading and Writing . 43 Music . 47 Content Creation. 49 The Digital Divide . 51 Media and Homework . 53 Media Monitoring . 55 Shopping Online . 57 Conclusion . 59 Appendix: Questionnaire . 61 INTRODUCTION THIS REPORT PRESENTS THE results of a nationally represen- • Which media technologies young people own or have tative survey of more than 1,600 U.S. 8- to 18-year-olds, about access to at home, and how that varies based on age or their use of and relationship with media. The survey covers their socioeconomic status. enjoyment of various types of media activities, how frequently • To what degree young people use media technology to help they engage in those activities, and how much time they spend with their homework, and which devices they use.
    [Show full text]
  • (2019). the Common Sense Census: Media Use by Tweens and Teens, 2019
    2019 THE COMMON SENSE CENSUS: MEDIA USE BY TWEENS AND TEENS COMMON SENSE IS GRATEFUL FOR THE GENEROUS SUPPORT AND UNDERWRITING THAT FUNDED THIS RESEARCH REPORT: Eva and Bill Price Price Family Research Fund Margaret and Will Hearst Carnegie Corporation of New York Craig Newmark Philanthropies CREDITS Authors: Victoria Rideout, M.A., VJR Consulting Michael B. Robb, Ph.D., Common Sense Copy editor: Jenny Pritchett Designer: Dana K. Herrick Suggested citation: Rideout, V., and Robb, M. B. (2019). The Common Sense census: Media use by tweens and teens, 2019. San Francisco, CA: Common Sense Media. 2019 THE COMMON SENSE CENSUS: MEDIA USE BY TWEENS AND TEENS Introduction . 1 Key Findings . 3 Key Tables . 11 Methodology . 19 Screen Media Use: Overview . 23 Media Devices: Access in the Home and Personal Ownership . 27 Television . 29 Online Videos . 33 Gaming . 35 Social Media and Texting. 39 Emerging Technologies: Smart Speakers and Virtual Reality . 41 Reading and Writing . 43 Music . 47 Content Creation. 49 The Digital Divide . 51 Media and Homework . 53 Media Monitoring . 55 Shopping Online . 57 Conclusion . 59 Appendix: Questionnaire . 61 INTRODUCTION THIS REPORT PRESENTS THE results of a nationally represen- • Which media technologies young people own or have tative survey of more than 1,600 U.S. 8- to 18-year-olds, about access to at home, and how that varies based on age or their use of and relationship with media. The survey covers their socioeconomic status. enjoyment of various types of media activities, how frequently • To what degree young people use media technology to help they engage in those activities, and how much time they spend with their homework, and which devices they use.
    [Show full text]
  • Connection and Control
    COMMON SENSE RESEARCH CONNECTION AND CONTROL: Case Studies of Media Use Among Lower-Income Minority Youth and Parents The case studies were conducted with support from the Thrive Foundation for Youth. www.thrivefoundation.org Introduction 3 Methods 5 Key Insights 7 Carla and Jaden: A Brother-Sister Team 12 Andre: A Video Gamer and a Reader 18 Makayla: Reading as Part of a “Weird” Identity 22 Gabe and Samuel: Brothers 26 Markus: A Video Gamer with Equipment “Limitations” 34 Jayla: ”This Lady Blows Up My Phone” 38 Jasmine: Living in Two Worlds 42 Chris: Media Practices Through a Transition 46 Zara: ”I Got Clout” 50 Conclusions 55 References 61 Appendixes 62 Appendix A: Screening Tool . 62 Appendix B: Youth Media Practices Interview Protocol . .63 Appendix C: Youth “Device Tour” Guide. 64 Appendix D: Parent/Guardian Media Practices Interview Protocol . 65 Appendix E: Experience Sampling Protocol . 65 CONNECTION AND CONTROL:CASE STUDIES OF MEDIA USE © COMMON SENSE MEDIA INC. 2016. ALL RIGHTS RESERVED. AMONG LOWER-INCOME MINORITY YOUTH AND PARENTS 1 Board of Directors 66 Board of Advisors 67 CONNECTION AND CONTROL:CASE STUDIES OF MEDIA USE 2 AMONG LOWER-INCOME MINORITY YOUTH AND PARENTS © COMMON SENSE MEDIA INC. 2016. ALL RIGHTS RESERVED. INTRODUCTION Media experiences and practices among youth are often The recent Common Sense Census: Media Use by Teens and Tweens discussed as if children were a monolithic group. However, the (2015) (referred to as the Census throughout this report) ways in which youth use media are far more complicated and examines the full range of youth media use, including where, how varied.
    [Show full text]
  • Shigeru Miyamoto, Nintendo's Man Behind Mario : the New Yorker
    Subscribe home New Yorker magazine articles Blogs Audio & Video Reviews of New York events: Goings on About Town New Yorker Cartoons New Yorker Topics Complete New Yorker Archives and Digital Edition reporting talk fiction Arts POLITICS PROFILES THE TALK OF THE TOWN COMMENT This Week's Issue The Financial Page News Desk The Political Scene The New Yorker Reporting & Essays PROFILES MASTER OF PLAY The many worlds of a video-game artist. by Nick Paumgarten DECEMBER 20, 2010 Shigeru Miyamoto has always tried to re-create his childhood wonderment. He’s the closest thing there is to an autobiographical game creator, and shuns focus groups: “As long as I can enjoy something, other people can enjoy it, too.” hen Shigeru Miyamoto was a child, he didn’t W really have any toys, so he made his own, out of 460 wood and string. He put on performances with Recommend 3K homemade puppets and made cartoon flip-books. He Print pretended that there were magical realms hidden E-Mail Single Page behind the sliding shoji screens in his family’s little house. There was no television. His parents were of modest means but hardly poor. This was in the late nineteen-fifties and early nineteen-sixties, in the rural village of Sonobe, about thirty miles northwest of Kyoto, in a river valley surrounded by wooded mountains. As he got older, he wandered farther afield, on foot or by bike. He explored a bamboo forest behind the town’s ancient Shinto shrine and bushwhacked through the cedars and pines on a small mountain near the junior high school.
    [Show full text]
  • Learning in the Family Parental Engagement in Children’S Learning with Technology Intuitive Media Research Services Sponsored by Becta Learning in the Family
    Learning in the Family Parental Engagement in Children’s Learning with Technology Intuitive Media Research Services Sponsored by Becta Learning in the Family Learning in the Family Parental Engagement in Chil- dren’s Learning with Technology By Intuitive Media Sponsored by Becta November 2008 Version 1.6 A report on research by Intuitive Media Re- search Services with children, aged 6-13, who are members of the SuperClubsPLUS and GoldStarCafe Protected Learning Com- munities. First Published: November 2008 ISBN: 978-1-906171-03-2 Published by Intuitive Media Research Services. Research Director: Robert Hart. Intuitive Media Research Services Rutland Mill, Coombs Road, Bakewell, Derbyshire, DE45 1AQ, UK. Tel.: +44 (0) 1 629 814 936 “I help him searching on Fax: +44 (0) 1 298 871 685 Google, we will search Email: [email protected] together. www.intuitivemedia.com www.superclubsplus.com I will be with him when he www.goldstarcafe.net is doing his homework in the same room and ask Intuitive Media asserts its moral rights as source of the data and author of this report him all the time what he is and requires that if you presents or dissemi- doing. nate any part of the report in any format, you will give Intuitive Media appropriate and He generally knows where prominent credit as source. he can and can’t go. IM makes no warranty for the currency, ac- curacy or completeness of this report and is We play the games to- not in any way responsible for any decisions gether, but apart from or actions you may take as a result of using that he knows how to the report.
    [Show full text]
  • Letters to Santa Claus
    Sunday, December 24, 2017 SEASON’S GREETINGS The Baytown Sun 1B Letters to Santa Claus 1st Grade Stephen F. to have a puppt I well take care them and see stars. The reason is year I will try to be better. Can Sincerely, Reese. Austin Elementary Dear Santa, santa gith my prizint is her my bref puppt in a menrs because I have been wanting them you please put the presents on the Dear Santa, I wish it was Chrsitmas the box with the Lego ninjugo and chrismar. Sincerely, Latiracia. for a long time. Thank you for all spiderman bed. I will have cookies Dear Santa, This year I have been Bat is not christmas and for I help my mom to the christmas you do. Have a merry christmas! waiting for you. Sincerely, Tony. good. This year can you please chritmas I wont is a iPhone and I tree Santa gith losts a prizints for Dear Santa, I really hope to get Sincerely, Brianna. bring me Tenney the American wont a papy and I wont to Ask you me. Con Muscho Carino, Yarihel. a phone for christmas this year. Dear Santa, I want a Twin girl. Because my dad does not a nays Question I Love you Santa I want a phone bcuse I can call Dear Santa, I really hope to get a Hatchimal because I have always want to buy me one. All of my and I love your elves and mor I Dear Santa I wot a rio hors and a my dad or my mom if there is a hover bord for christmas this year wanted an animal that can talk friends have one! And because wont for chrismas is a doll of you hachumus and Santa I wot a biurei emrgenty.
    [Show full text]
  • Case Studies of Media Use Among Lower-Income Minority Youth And
    COMMON SENSE RESEARCH CONNECTION AND CONTROL: Case Studies of Media Use Among Lower-Income Minority Youth and Parents CONNECTION AND CONTROL: Case Studies of Media Use Among Lower-Income Minority Youth and Parents Common Sense Research Introduction 3 Methods 5 Key Insights 7 Carla and Jaden: A Brother-Sister Team 12 Andre: A Video Gamer and a Reader 18 Makayla: Reading as Part of a “Weird” Identity 22 Gabe and Samuel: Brothers 26 Markus: A Video Gamer with Equipment “Limitations” 34 Jayla: ”This Lady Blows Up My Phone” 38 Jasmine: Living in Two Worlds 42 Chris: Media Practices Through a Transition 46 Zara: ”I Got Clout” 50 Conclusions 55 References 61 Appendixes 62 Appendix A: Screening Tool . 62 The case studies were conducted with support from the Thrive Foundation for Youth. Appendix B: Youth Media Practices Interview Protocol . .63 Appendix C: Youth “Device Tour” Guide. 64 Appendix D: Parent/Guardian Media Practices Interview Protocol . 65 Appendix E: Experience Sampling Protocol . 65 www.thrivefoundation.org CONNECTION AND CONTROL:CASE STUDIES OF MEDIA USE © COMMON SENSE MEDIA INC. 2016. ALL RIGHTS RESERVED. AMONG LOWER-INCOME MINORITY YOUTH AND PARENTS 1 INTRODUCTION Board of Directors 66 Media experiences and practices among youth are often The recent Common Sense Census: Media Use by Teens and Tweens discussed as if children were a monolithic group. However, the (2015) (referred to as the Census throughout this report) ways in which youth use media are far more complicated and examines the full range of youth media use, including where, how Board of Advisors 67 varied. Simply put, different youth use media differently, often, and in what contexts youth engage with media.
    [Show full text]